- ... vocalized,1
- The normal
written form of Hebrew indicates only the consonants. Without the
vowels it can be understood, but there are many ambiguities. There is
a vocalization system where niqqud (vowel markings) are added around
the consonants to indicate which vowels should be used. This system
is slower and so is used only where proper interpretation is very
important, such as in the Torah. The Mishna and Talmud, in addition
to more common writings such as newspapers generally do not include
vocalization.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
- ... Hebrew.2
- Some authors treat these as three separate
forms, but to the people looking over these texts for Hebrew words to
use and adapt what mattered in their classification was that they were
pre-medieval and post Biblical.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
- ... roots3
- Hebrew, as a Semitic language, is a
language of roots. That is, sets of consonants have a general
meaning associated with them. Distinct words are formed by different
additions of vowels to these roots. To make a new word, one could
take an related root and add a new set of vowels. Alternately, it
would be possible to put together new roots, though this was never
done.[3, p4]
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
- ... aliyot4
- Immigration after the revival period
is also broken up into aliyot, but they aren't really relevant here.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
- ... method.5
- A newly
invented system for language acquisition where students learned the
target language by immersion with no grammatical or memorization
component. This application of the Berlitz method was not a pure one,
as the students already had a lot of experience with Hebrew grammar,
but its participatory approach proved very effective.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
- ... term,6
- They preferred
Biblical Hebrew over Talmudic Hebrew, Talmudic Hebrew over Arabic,
Arabic over foreign languages.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.